THE EFFECT OF THE FLIPPED CLASSROM (FC) MODEL IN IN-SERVICE TRAINING ON TEACHERS' SELF-EFFICIENCY IN PROJECT COMPETITIONS CONSULTANCY

Abstract

In-service training is an important step towards contributing to the professional development of
teachers and increasing the quality of education. Training is inevitable for teachers to meet the
needs of changing educational technologies, pedagogical approaches and curriculum. Teachers
need to learn constantly updated methods and strategies in order to teach students in accordance
with their different learning styles, needs and skills. This research aims to reveal the effect of the
FC model in in-service training on teachers' project consultancy self-efficacy levels. The study
group of the research consists of Biology and Science teachers who voluntarily participated in
project consultancy training in the 2021-2022 academic year. Within the scope of the application,
three groups were formed from the participating teachers: FC model, face-to-face education and
distance education group. In the research, a quasi-experimental design, one of the quantitative
methods, was used. In accordance with the purpose and method of the research, data were
collected with the "Project Competitions Consultancy Self-Efficacy Scale" before and after the
application. Descriptive statistics, Kruskal Wallis, Wilcoxon Signed Rank test were used in the
analysis of the data. As a result of the research; While the scores obtained after the application
in terms of general self-efficacy levels in the groups receiving FC model, face-to-face education,
distance education and project consultancy training were significantly higher than the scores
received before the application, no statistically significant difference was detected between the
groups. Accordingly, it can be said that project consultancy training provided with all training
methods has an increasing effect on the self-efficacy level.